The nature of work today is inherently team-based and collaborative, often virtual, and geographically distant. Companies are seeking creative, collaborative employees who have an exploratory mindset. Employers seek graduates who can be more immediately productive in today's fast-paced economy.
Active learning, an instructional model that focuses the responsibility of learning on learners, fits the flipped classroom perfectly. Students work in teams to solve problems that are often multidisciplinary in nature, using techniques that are technology-rich. Active learning classrooms are generally characterized by furniture and technology settings that foster small-group collaboration, a rich-media working environment, and the ability to easily reconfigure within the class period.
The ability to rearrange furniture and technology quickly and easily will be highly desirable. Some project activities will need nothing more than comfortable furniture, food, and caffeine. Others will require sophisticated computational analysis and the ability to do rapid prototyping.
Acoustics will be a concern and will need to accommodate a wide range of activities. It seems likely that such space will support more than one team or activity simultaneously. That will be a highly desirable trait, fostering serendipitous discovery and innovation.
The ability to quickly and easily capture the group's activities and progress will also be desirable. An emerging class of powerful and effective collaboration tools enables project teams to save and store project elements, resources, concepts, plans, designs, models, and renderings—in short, all the "stuff" that a team might find or make.
"Maintain eye contact for 60% of a conversation
The key to eye contact is balance. While it’s important to maintain eye contact, doing so 100% of the time is perceived as aggressive and creepy. At the same time, if you only maintain eye contact for a small portion of the conversation, you’ll come across as disinterested, shy, or embarrassed. Maintaining eye contact for roughly 60% of a conversation comes across as interested, friendly, and trustworthy."
"An important area that digital natives have been unable to manage effectively is their own personal learning. There are 3 very specific habits that new learners bring with them into the E-Learning environment that need to be "un-learned" so effective "re-learning" can take place" (¶5, retrieved 2015.06.26).
"This is the pre-publication version of the article which will be published in volume 8, no, 2 of Coaching: An International Journal of Theory, Research and Practice. / To reference this paper:
Saunders MNK and Rojon C (2015) Dealing with reviewers’ comments in the publication process. Coaching: An International Journal of Theory, Research and Practice. DOI:
10.1080/17521882.2015.104746" (deck, 2015.06.18).
"Besides seeing projects as complex in space, the prolific also see them as complex in time. While novice writers see writing as "just writing," the prolific see it as a process consisting of these or similar stages:
1. Conceptualization (a.k.a. note-taking or "noodling around")
2. Planning and outlining (a little more structured than above)
4. First Draft
6. Final Draft
8. Cash the Check (for freelance and other writers who get paid)"
(Tales of Space and Time, ¶1).
"The journey of information from scientific journal through the various layers of public reception was characterised by the evolution of increasingly diversified, personalised and politicised meaning" (Discussion: How do science, gender and media intersect in contemporary society, ¶1, 2015.06.09).
"Scrutiny of the evidence-base for many claims of sex difference produces plentiful examples of methodological weakness and interpretative bias. In particular, neuroscientific studies of sex difference routinely presume a simplistic gender binary in research design and interpretation; ignore large within-sex variation in favour of emphasising small differences between the sexes; and privilege determinist biogenetic explanations for brain differences over the equally plausible explanation that plastic brains are shaped by systematically different sociocultural experience" (¶2, 2015.06.09).
"Metacognition (or thinking about thinking) is the secret to and driving force behind all effective learning. If you want your students to learn as much as possible, then you want to maximize the amount of metacognition they're doing. It's a pretty simple equation.
The only problem is that most classrooms are set up to promote metacognition in the teachers, not the students."
"Washback becomes negative when learners spend so much time preparing for exams that they do not develop the actual skills and abilities those tests are meant to measure, thereby calling into question the very validity (and wisdom) of the tests themselves."
"The psychology dictionary contains an A to Z listing of psychological terms with definitions and examples. Terms included in the psychology dictionary cover every subject and sub-field of psychology, from research methods to child development. New terms are added regularly." (2015.05.19)
"With this report, we’re taking a big step toward better measuring the size of the commons. We’re also sharing all of the data and methodologies that we used to find these numbers, and making a commitment to hone and update these findings in the months and years to come. We’re also telling the stories of events from 2014 that have impacted the size, usability, and relevance of the commons"
In it’s simplest form, The Remix Hypothesis states that changes in students outcomes occurring in conjunction with OER adoption correlate positively with faculty remixing activities. Specifically, I hypothesize relationships between (at least) three levels of remix activity by faculty who adopt OER and changes in student outcomes, based on what I’ve seen in the research to date.
I don’t have empirical data from a specifically designed study to corroborate The Remix Hypothesis yet, but I hope to either validate or disprove it empirically in the next few years in collaboration with my awesome partners in the Open Education Group
Over the last year my thinking about the attack on personal property has slowly expanded and generalized to include not just publishers, but our own campuses as well
the time has come to add a 5th R to my framework – “retain.” Hopefully this 5th R will elevate the ownership conversation in the open education community, allowing us to talk about it explicitly and begin the work necessary to support and enable it directly.
"The Programme offers students a comprehensive range of training courses, 1-2-1 support and skills development opportunities and is co-ordinated by the Postgraduate Training Team, based in the International and Postgraduate Student Centre.
The Postgraduate Researcher Development Programme aims to support Postgraduate Research Students in developing a range of professional skills to successfully complete their research and increase their employability."
Frazer, P. (n.d.). Writing a conference paper [PDF]. Retrieved from http://www.qub.ac.uk/sites/PostgraduateCentre/PostgraduateResearcherDevelopmentProgramme/FileStore/Filetoupload,379614,en.pdfThis postgraduate student writer's guide provides strategic advice and practical exercises. It covers the process from conference proposals to write-ups, and includes suggestions for further reading.
A published paper has an abstract as a way for fellow researchers and students to quickly glance at whether the paper is useful for them. But an abstract is a very short, concise report of the research paper. A lay summary can expand on that and take the important information such as results and make them more prominent.
This post provided reflections from multiple perspectives on prospects for streamlining submission and reviewing of scholarly articles. The blog on which it appeared seems to partially fulfil the mission of the Society for Scholarly Publishing (sidebar blurb).
One challenge I’m considering is how we can better capture and surface information that is currently lost in the submission process. For example, many journals ask for highlights, key findings, implications, publicity/outreach summaries, statements of novelty and so on as part of the submission process, to assist editorial triage and review. Often, this information is never published alongside the article. Why not?
When Charlie Rapple joined the crew in The Scholarly Kitchen in Feb. 2015, David Crotty wrote: "Charlie is a co-founder of Kudos, which helps researchers, institutions, funders and publishers maximize the visibility of research (covered in 2013 in this post). Charlie is also the Associate Director of strategic publishing consultancy TBI Communications, Treasurer of UKSG, and an Associate Editor of Learned Publishing" (Welcoming a New Chef into the Kitchen: Charlie Rapple, http://scholarlykitchen.sspnet.org/2015/02/23/welcoming-a-new-chef-into-the-kitchen-charlie-rapple/).
Publishers have worked hard over the last decade to streamline the submission process and reduce the time from submission to publication, but this does not address the issue that causes the largest delay, which is having to reformat and resubmit papers to multiple journals.
In this book review, Ingfei Chen surmised, "Combing through decades of cognitive science investigations of memory and learning, he [the book's author, Benedict Cary] has pulled together its best lessons into a practical and engaging guide" (¶4), and paraphrased advice to the effect that, "Students need to understand that learning happens not only during reading and studying, but in all sorts of ways, so that they can examine their own habits to know which ones may be helping or not, and make adjustments" (Experimenting with learning tactics, ¶4).
Combing through decades of cognitive science investigations of memory and learning, he has pulled together its best lessons into a practical and engaging guide
Students need to understand that learning happens not only during reading and studying, but in all sorts of ways, so that they can examine their own habits to know which ones may be helping or not, and make adjustments
This site claimed to be "the leading international education and experiential travel resource" (2015.04.06). Major site divisions apparent in tabs near the top of the home page seemed to cover interning, studying, volunteering, and teaching abroad.
"HarvardWrites is a joint venture of the Harvard College Writing Program, the Derek Bok Center for Teaching and Learning, and the departments and schools represented on our site. The project was made possible through a generous grant from the Harvard Initiative for Learning and Teaching" (Digital Initiative, ¶1, 2015.04.06). The homepage had distracting (read annoying), endlessly animated in both first and second screenfuls.
pab teaches people, and learns from and with them. He strives to enhance their computer skills and cultural appreciation, as well as their listening, speaking, reading, and writing skills; he also strives to promote both learners' and teachers' personal and professional development.